Dissertations / Theses on the topic 'Teacher supervision style'

The problem of teacher turnover in the United States has received significant attention from policymakers and district leaders. Improving teacher motivation is a concern and challenge for principals because they are faced with retaining highly qualified and capable teachers in the classroom. Researchers have indicated that principals can play a crucial role in motivating teachers. This nonexperimental correlational study used Deci and Ryan's self-determination theory and the leadership theories of Burns, Avolio, and Bass as a framework to address 2 research questions. The first research question examined the relationship between principal leadership style and teacher motivation, and the second question addressed principal leadership style and teacher retention. The sample included 55 certified teachers working in public middle school and high school in a southeastern state. The teachers completed electronic versions of the Multifactor Leadership Questionnaire, the Basic Needs Satisfaction at Work, and demographic questionnaire. For the first research question, results from a multiple linear regression showed transformational leadership to be a significant predictor of teacher motivation. For the second research question, a binary logistic regression did not support a relationship between principal leadership style and teacher commitment to teaching. The information gained from this study may benefit principals and teachers by informing leadership approaches for organizational change that may enhance teacher motivation.

Purpose. The purpose of this study was to identify the degree of principal leadership style adaptability and teacher use of effective teaching skills in schools where a staff development program in effective teaching skills has been institutionalized.;The null hypothesis to be tested was: In a school division where a staff development program in effective teaching skills has become institutionalized, teacher use of effective teaching skills will not be significantly different in schools with significantly different degrees of principal leadership style adaptability.;Method. The population of the study included elementary principals and teachers in a large urban school division in Virginia. This school division was selected because the staff development program in effective teaching skills was ten years old and met the requirements for institutionalization. The principals had been assigned to their schools for a year or more and teachers had been trained in the division-wide staff development program in effective teaching skills.;Teachers at three schools completed Hersey and Blanchard's Leader Effectiveness and Adaptability Description which measured the principal's leadership style adaptability. The adaptability scores were analyzed using t-tests. Teachers who had completed teacher effectiveness training were observed and rated using the Instructional Skills Observation Instrument by Wolfe, which measured use of effective teaching skills. These scores were analyzed by using one-way analysis of variance.;Findings and Conclusions. The t-test revealed a significant difference in principal leadership style adaptability in School A and B and School A and C. Analysis of data collected by observers by using analysis of variance showed a significant difference between School A and B and School A and C in use of effective teaching skills. This led to the rejection of the null hypothesis.;The null hypothesis was rejected at high levels of confidence. It was concluded that the leadership style adaptability of school principals has an effect on whether a teacher uses effective teaching skills learned through a staff development program. This study suggests that when undertaking a staff development program principal leadership style adaptability may be considered an important contributing factor.

This study was designed to address questions regarding the effects of sex and leadership style on teacher perceptions of principal effectiveness. On a researcher-designed instrument, middle school teachers rated the effectiveness of a scenario principal's response in several situations. The responses reflected varying levels of Task and Relationship Behavior. The design incorporated two between subjects factors (Teacher Sex and Principal Sex) and one within subjects factor (Leadership Style) which was treated as a repeated measure. An analysis of variance revealed no significant effects except for Leadership Style. Overall, High Task/High Relationship behavior rated significantly higher and Low Task/Low Relationship rated significantly lower than the others. The null hypothesis concerning differences could not be rejected and the stated research hypotheses were not supported. Additional analyses of variance were conducted substituting subject demographic variables for Teacher Sex in the research design. No significant interactions or main effects other than Leadership Style were noted when either Age or Ethnicity were substituted. A significant two-way interaction was noted for Teacher Experience and Leadership Style (p = .0316). Less experienced teachers rated principal's performance lower when exhibiting High Task/Low Relationship style than did more experienced teachers. A significant three-way interaction was noted for Administrative Aspiration x Principal Sex x Leadership Style (p = .0294). Teachers who indicated an intent to enter administration differed more on their ratings between male and female principals exhibiting mixed styles of High Task/Low Relationship and Low Task/High Relationship than did teachers who indicated no or undecided. Sex of the teacher appears less important than sex of the principal on performance ratings. Results suggest further study of the effects of teacher experience and teacher administrative aspiration on perceptions of principal effectiveness.

The purpose of this study was to investigate the relationship among prolonged teacher stress (or burnout), teachers' perceptions of leadership style adaptability, and teacher irrational belief systems.;The York County School Division was chosen because of the relative availability of subjects. Three surveys measuring teachers' perceptions of leadership style and style adaptability, teachers' irrational belief systems, and prolonged teacher stress, were disseminated among elementary classroom teachers in the county. Out of 100 elementary school teachers surveyed, there were 71 responses.;Three dimensions of burnout were measured: Emotional Exhaustion, Depersonalization, and Personal Accomplishment. It was hypothesized that there would be no significant relationship among (1) emotional exhaustion, teacher's perceptions of principal leadership adaptability, teachers' irrational beliefs and the covariates of class size, percentage of discipline problems, percentage of students below grade in reading, percentage of students with IEP's and years of teaching experience (2) depersonalization, teachers' perceptions of principal leadership adaptability, teachers' irrational beliefs, and the covariates, and (3) personal accomplishments, teachers' perceptions of principal leadership adaptability, teachers' irrational beliefs, and the covariates.;It was concluded that a significant relationship exists between emotional exhaustion of teachers and the number of students in IEP's, between personal accomplishment and leadership adaptability, and between personal accomplishment and percentage of students with discipline problems. No significant relationship showed with the subscale of depersonalization, but this result was likely affected by sample size.;Further study is needed to evaluate the relationship between depersonalization and the predictor variables and to ascertain the degree of the relationship between leadership style and predictor variables.

This thesis examines the play of children in three Melbourne primary school playgrounds, in diverse socio-economic areas. Play categories were developed and data was collected using qualitative methods. The influence of school policy, teacher supervision styles, playspace design and provision of play equipment was explored and compared for each school. The voices of principals, teachers and children, in conjunction with playground observations and questionnaire response were compiled in order to develop a clear picture of each school playground. Findings showed that children in each school participated in a full range of play categories and were prepared to break school rules in order to do so.

The purpose of this study was to determine the extent of congruence between teachers' and undergraduate education majors' learning styles in selected colleges of the Tennessee Association of Colleges for Teacher Education, and to determine if the style congruence was related to student perceptions of the classroom learning environment. A related purpose was to identify needed changes in classroom environments based on the characteristics of the actual and ideal classroom environments as perceived by students, characteristics of the actual classroom environment as perceived by their teachers, and characteristics of actual and ideal classroom environments as perceived by men and women students. A relationship of classroom environments was also examined. Kolb's Learning Style Inventory and the Adult Classroom Environment Scale were administered to students and teachers in selected colleges for teacher education that were members of the Tennessee Association of Colleges for Teacher Education during the Fall, 1994. Data were analyzed using measures of central tendency and measures of dispersion, t-tests for dependent (correlated) means, t-tests for independent means, and Pearson Product Moment Correlations. Results indicated that the predominant learning style for both students and teachers was Accommodator. The students preferred Diverger as their second dominant learning style while the teachers preferred Assimilator. The teachers incorporated logical thinking, systematic thinking, and intellectual thinking in their learning behavior, while the students preferred to learn by viewing situations from different points of view and to observe without taking action. Matching students' learning styles with those of teachers was not found to be related to the ratings of the classroom environment. Significant relationships were found to exist between all classroom dimensions except Task Orientation and Student Influence. Both teachers and students viewed Teacher Support as the most prevalent element of the actual classroom environment and Student Influence as the least noticeable element of the classroom environment. However, the teachers' views for the actual classroom environment were higher than students' views in all subscales except for Organization and Clarity.

The Problem of this study was to determine if the cognitive style of elementary school principals affects the principal's evaluation of a teacher when there is a match or mismatch between the principal's and teacher's cognitive style. Using the Productivity Environmental Preference Survey, the dimensions of right brain/left brain hemispheric dimensions of cognitive style were measured for the sample population. The sample population included 40 elementary school principals and 120 elementary school teachers. The 120 teachers were made up of teachers selected by each of the 40 principals as the most effective teachers in the school. The statistical analysis of the data indicated there was not a significant correlation between the principal's right brain/left brain dimensions of cognitive style and the right brain/left brain dimensions of cognitive style of the teachers selected as the three most effective teachers in the school (r =.10, p =.281).

The purpose of this qualitative study was to construct a theoretical framework explaining the connection between principal leadership practices and the phenomenon of teacher morale. The study also focused on principal leadership practices and the perceived effects that style has on how teachers feel about themselves and their jobs. First, a review of extant literature defined what constitutes effective leadership in school related environments. Second, the researcher defined teacher morale, both high and low, and how it relates to work performance. Third, the researcher attempted to explore how teacher morale and the leadership style of their principals relate. This qualitative study was conducted using interviews of teachers from 7 public elementary schools. Post interview journaling was also conducted by the researcher to capture immediate author perspective. The teachers were interviewed to gain their perceptions of leadership practices that motivate them to enjoy their jobs and work beyond status quo. With information gleaned from teachers, the desired outcome of this research was for principals to self-evaluate their leadership strategies and style and to find importance in building high teacher morale for the betterment of everyone. The researcher coded transcripts into themes, patterns, and the following theoretical constructs: (a) change, (b) leadership practices, (c) mandated testing, (d) stress, (e) communication, (f) acknowledgment, (g) professionalism (h) identifying with teachers, and (i) building community.

Teachers' perceptions of their school leaders influence student achievement in their schools. The extent of this influence is examined in this study. This quantitative study examined teachers' perceptions of the leadership style of their principals as transformational, transactional or passive-avoidant in improving and non-improving schools in relation to student achievement. The study population was a purposeful sample of 143 teachers in 16 schools in one school district. Leadership behaviors, as perceived by the teachers, were measured using the Multi-factor Leadership Questionnaire. Student achievement was measured with the Florida Comprehensive Assessment Test results for each school using three years of results. Independent t-test, multiple regressions, and an open-ended question were used to analyze the research questions. The study found that teachers in improving and non-improving schools had minimal differences in how they perceived their principals' leadership styles. All three leadership styles were statistically significant predictors of student achievement. School status was not significant in predicting student achievement indicating no difference in student achievement between improving and non-improving schools. Transactional leadership had a negative relationship while transformational and passive-avoidant leadership style had a positive relationship with student achievement. Regression analysis of the MLQ subscales for each leadership style as perceived by the teachers and the school status with student achievement found that transformational subscale intellectual stimulation and school status had a statistically significant positive relationship with student achievement. Likewise, the transactional subscale management by exception-active was a significant predictor with student achievement but had a negative relationship. Passive avoidant style also had a positive relationship with student achievement. Teacher demographics of gender, age, years as a teacher, years at current school, and level of school (elementary, middle, high) were examined in relation to perceived leadership style and school status. Multiple regression analysis found that only years at current school that was significant in how they perceived their principal's transformational or passive avoidant leadership style. No demographic variables were significant for transactional style or school status. Overall, teachers were satisfied with the principal's leadership style and effectiveness. Teachers most often cited school culture as having an influence on student achievement in both improving and non-improving schools. Limitations of the study included self-reported teacher perceptions of principal leadership style from 16 schools in one school district which limits generalizability; no controls for teacher classroom performance and no verification of respondents actually observing principal behaviors; time of year survey was given; and, the use of one instrument to measure leadership style may not reflect the actual leadership style of the principal.

The purposes of this study were to ascertain the thinking styles of a selected sample group of cooperating teachers and university supervisors and to denote the differences between the thinking styles. The populations included 122 selected cooperating teachers and 31 selected university supervisors.Cooperating teachers and university supervisors completed the Level 1: Life Styles Inventory which contained 240 short phrases and words producing a twelve-dimension thinking style. Seventy-two cooperating teachers and twenty-five university supervisors were included in data analysis.Thinking style profiles of cooperating teachers and university supervisors were derived from mean and standard deviation scores on twelve thinking style scales.Twelve null hypotheses were tested to identify thinking style differences between cooperating teachers and university supervisors on twelve scales. Multivariate analysis of variance (MANOVA) followed by one-way analysis of variance (ANOVA) were the statistical treatments utilized to analyze data at the .05 level. Analysis of data relevant to total Level 1: Life Style Inventory responses and to each hypothesis resulted in the following findings: 1. Mean responses of participating cooperating teachers and university supervisors indicated strong orientations toward humanistic-helpful, affiliative, achievement, and self-actualized dimensions of thinking style.2. No significant differences existed between cooperating teachers and university supervisors on the twelve thinking style scales considered collectively.3. Individual thinking style scales with no significant differences were:(a) humanistic-helpful, (b) affiliative, (c) approval, (d) dependent, (e) avoidance, (f) oppositional, (g) power, (h) competition, (i) competence, (j) achievement, and (f) self-actualization.4. A significant difference existed between cooperatingteachers and university supervisors on the thinking style scale classified as "conventional."

Teachers face daily challenges in their work, which affect their ability to remain motivated and effective educators. The problem is that there is a lack of adequate research on how administrative leadership styles affect the motivation of United States teachers working within the U.S. and internationally. The purpose of this quantitative causal comparative study was to examine teachers' preferences regarding school administrators' leadership styles and gauge whether differences exist among U.S. teachers working in the United States and internationally. Herzberg's two-factor theory as well as full range leadership theory were used to quantitatively explore the relationship between leadership styles and motivational factors. The sample included American teachers from the United States (n = 128) and American teachers teaching internationally (n = 115). Multiple linear regressions and a MANOVA were used to analyze data, revealing a significant relationship between leadership styles and motivational factors among international teachers, and no significant differences in leadership styles and motivational factors between domestic and international teachers. The findings add support for administrators implementing a laissez-faire leadership style that allows teachers to have more choice in performing their duties. An examination of teachers working in different country contexts contributes more understanding regarding how leadership styles motivate teachers to achieve their goals. Using the study findings, educators may be able to provide learning that is responsive to societal and cultural differences, contributing to positive social change.

Esta investigação foi determinada pelo nosso contexto profissional, primeiramente como supervisora cooperante e depois como supervisora da ESE da Universidade do Algarve, que levou a apercebermo-nos das diferentes formas de actuação dos supervisores com os alunos-formandos, na promoção do seu desenvolvimento e aprendizagem. O presente estudo, de natureza essencialmente qualitativa, corresponde a este nosso interesse, sendo seu objectivo principal identificar e caracterizar os estilos de supervisão das quinze educadoras cooperantes, do 4° ano da Licenciatura em Educação de Infância, em 2001/2002, e complementarmente, através do estudo de "quatro casos", tentar compreender de forma exploratória, se esses estilos são influenciados pela fase da carreira em que cada uma das supervisoras se encontra (Zahorik, 1988; Gonçalves, 2000). Em síntese, o estudo aponta para a existência de estilos determinantes, embora a acção supervisiva recorra a funções múltlipas, que resultarão mais das características pessoais das supervisoras do que da fase da carreira em que as mesmas se encontram. /*** Abstract -This investigation was determined according to our professional context – as a pre-school teacher supervisor, first, and later as a supervisor at Escola Superior de Educação, Universidade do Algarve –, which led to an awareness of the different attitudes of supervisors towards the students in the promotion of their development and learning process. The present research study – of a quality nature – addresses this interest, and its main goal is to identify and to determine the character of the supervising styles of fifteen pre-school teachers supervisors in the 4th year of the Course of Children's Education during the school year of 2001/2002. In addition, we will try to understand and explain through the analysis of fours study-cases, to what extent those styles are influenced by the moment each supervisor is undergoing in her career (Zahorik, 1988; Gonçalves, 2000). To sum up, the study establishes the existence of relevant styles in supervising, despite the fact that supervision makes use of a multitude of functions, which are less determined by the moments in the career than by the personal characteristics of the supervisors. /*** Abstract -This investigation was determined according to our professional context – as a pre-school teacher supervisor, first, and later as a supervisor at Escola Superior de Educação, Universidade do Algarve –, which led to an awareness of the different attitudes of supervisors towards the students in the promotion of their development and learning process. The present research study – of a quality nature – addresses this interest, and its main goal is to identify and to determine the character of the supervising styles of fifteen pre-school teachers supervisors in the 4th year of the Course of Children's Education during the school year of 2001/2002. In addition, we will try to understand and explain through the analysis of fours study-cases, to what extent those styles are influenced by the moment each supervisor is undergoing in her career (Zahorik, 1988; Gonçalves, 2000). To sum up, the study establishes the existence of relevant styles in supervising, despite the fact that supervision makes use of a multitude of functions, which are less determined by the moments in the career than by the personal characteristics of the supervisors.

This study was designed to investigate the relationship between teachers' perceptions of empowerment and their impressions of their principal's leadership style within Bolman and Deal's four organizational frames, selected teacher demographics, and school size. The study used the survey method of data collection. Completed School Participant Empowerment Scales, Leadership Orientations Other Scales, and demographics forms were received from 315 (90%) of the teachers surveyed. The criterion variable, or dependent variable, was the teachers' scores on the School Participant Empowerment Scale. Teachers' scores on the Leadership Orientations Other Scale, teacher demographics (age, educational level, and teaching experience), and school size were the predictors, or independent variables. Pearson product-moment correlation, Spearman correlation, and multiple regression were used to identify potentially significant patterns or relationships between the variables. The level of significance was set at alpha = .05. A statistically significant relationship was found to exist between teachers' perceptions of empowerment and teachers' impressions of their principal's leadership style within Bolman and Deal's structural, human resource, political, and symbolic organizational frames. Additionally, a statistically significant relationship was found to exist between teachers' perceptions of empowerment and teachers' educational level and school size. No statistically significant relationship was found between teachers' perceptions of their level of empowerment and teachers' age and experience. Implications drawn from the major findings were presented along with recommendations for further research on teacher empowerment.

Teacher Job Satisfaction and School Leadership by Saroya N. Pendleton-Brown MSA, Fayetteville State University, 2011 BBA, Baker College, 1993 AAS, Jordan College, 1991 Doctoral Study Completed in Partial Fulfillment of the Requirements for the Degree of Doctor of Education August 2019 The problem in a middle eastern school was the high annual rate of teacher attrition, which is above 25% per year. The purpose of this qualitative case study was to examine teacher perceptions of the attrition rates as they relate to the school leadership style at this study site. Herzberg's theory of motivation, which provides insights regarding job satisfaction, served as the conceptual framework that guided this study. The research questions were developed to examine teacher perceptions about administrative influences on teachers' job satisfaction and the programs and services they believe may enhance morale. A case study design was used to capture the insights of 10 purposefully selected teachers from the target school to conduct semi-structured interviews. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking and a process to identify convergence and divergence. The findings revealed that participants preferred leadership styles that were supportive, and they placed a high value on teacher input. A professional development program was designed to educate participants on the connection between leadership styles and teacher attrition. This program may contribute to positive social change by guiding educational leaders to establish an enhanced learning environment that is responsive to the social, cultural, and ethnic differences of the teachers in the middle east.

When the classroom environment is safe, reductions in aggression and an increase in compliance with rules can be expected. Teacher self-efficacy is therefore likely to play a significant role in teachers’ participation in the change process of implementing strategies that assist with classroom management styles. The purpose of this study was to examine the relationship between teacher self-efficacy and classroom management styles (reward strategies, preventive strategies, initial corrective strategies, and later corrective strategies). Teachers’ characteristics such as age, gender, education level, years of teaching experience, grade level taught, and class size were also explored to provide insight on teacher training and professional development programs. Survey data were collected from 43 teachers in urban and rural area of West Tennessee. The Spearman correlation analysis indicated a correlation between teacher self-efficacy and the four classroom management styles while the linear regression model showed that teacher characteristics do not predict teacher’s self-efficacy. This study revealed that the practice of preventive strategies by teachers had a greater impact on teacher self-efficacy scores compared to other classroom management strategies (reward strategies, initial corrective strategies, and later corrective strategies). Findings reinforce that school climate plays a significant role in the professional development of teachers and their use of specific classroom management practices. Addressing the gap between teachers’ efficacy beliefs and classroom decisions could help school professionals to develop interventions to minimize this gap, which could, in turn, promote positive school outcomes, such as students’ behavior adjustment and academic achievement.

Teachers' perceptions of leadership are often based on the leaders' behavior, and what leaders model daily. The problem in this case study was that teachers' perceptions of school leadership were not well enough understood to leverage as a tool for school improvement. The purpose of this study was to explore how teachers' perceptions of school principal's leadership style, and behavior affect school culture. The conceptual framework was based on literature of 3 key dynamics: leadership styles, and approaches, school culture, and influences of leadership on teachers' perceptions of school culture. The primary research question explored how teachers' perceptions of school leadership style, and behavior influenced the culture, and work of the school. Purposeful sampling was used to recruit 15 elementary, middle, and high school teachers from across the United States who taught during the 2014-2015 school year. Data were collected using email interviews, and surveys. Data were coded using computer assisted data analysis and analyzed for themes using an inductive process. Emergent themes for school culture were identified as collaboration, teacher support, and professionalism. Leadership themes included equity and fairness, communication, and trustworthiness. Results suggest that teachers' perceptions of school principals influenced school culture and affected teacher's work. As a result, training is recommended for school leaders in the areas of ethics, professionalism, and school culture. Implications for social change are that leadership staff may become more knowledgeable and influence the teachers' perceptions of school leadership, thereby promoting school culture, resulting in improved student achievement, profiting both the community, and society.

Thesis "Beginning teacher - analysis of his personality, work and the most common problems in his work" deals with the personality of a beginning teacher, mentions the most common problems in his work and tries to find ideas for improving the situation. As the same times in analyses the selected components of his personality, which usually participates the lack of attention, especially in preparing future teachers, and which usually not mentioned in proper context. It focuses primary on the professional competence of teachers in relation to the student's core competencies as well as in other contexts. It also discusses the role of novice teachers in the context of the transformation of the Czech education system and also in the context of the Lisbon process. Analyses of key documents are included too. Great attention is paid to think about the different problematic areas concerning the work of novices teachers. In this context, the author focuses on the matter of authority and educational styles. It is based not only on the special literature but also on the sound, which took the form of numerous interview, surveys, questionnaires and observation. In conclusion, there are suggested recommendations of improving the situation of beginning teachers with regard to the analysis of the current academic...

In Botswana secondary schools, a positive climate is more of an ideal than a reality. It is the task of stakeholders particularly the headteacher's to create and sustain a conducive learning environment to improve pupils' academic and behaviour standards. To a large extent, the headteacher, as an individual occupying the highest official position in the school, determines how the school is run. His/her expectations, values, beliefs, relationships with teachers and the examples he/she sets for the whole school shape the climate in the school. The headteacher can promote or inhibit a positive climate through his/her leadership behaviour pattern. Thus, the headteacher's leadership style is significant in creating and sustaining a positive school climate. This study has been undertaken to examine the connectedness between headteacher leadership style and school climate. This research focuses on the improvement of climate in Botswana secondary schools through the headteacher's appropriate use of leadership styles in different situations with a view to answer the following questions: What different leadership styles are employed by school headteachers? What are the different types of climates in schools? Are the leadership styles of school headteachers responsible for the climate that exists in their schools? What are the implications of the headteachers' leadership styles for school climate? How can school climate be improved? What roles can the headteachers, teachers and other stakeholders play to improve school climate? The research report comprises six chapters: Chapter one contains the background information of the research, statement of the research problem, aim and objectives of the research, demarcation of the study, definition of concepts, research methods and the research structure. Chapter two presents a review of literature on leadership styles, factors affecting it and discussion of models from different perspectives form part of this chapter. However, the emphasis is on Hersey and Blanchard's situational model which proposes the appropriate use of leadership styles to suit situations. Chapter three covers a review of relevant literature on school climate and factors affecting it. Chapter four presents detailed report on the empirical study. Questionnaires each of which contains items on leadership styles and school climate were responded to by secondary school teachers and interviews were conducted with headteachers. Chapter five contains data analysis and interpretation. Various leadership styles used by headteachers and the corresponding climates were identified. The findings indicated that the type of climate that exists in schools is related to the headteachers leadership style. It emerged that organisational climates vary in schools and that the participating leadership style promotes an open organisational climate. Implications for school performance and for the nation's vision (Vision 2016) was given. Chapter six presents findings from the literature study as well as the empirical study, conclusions based on the findings and recommendations for improvement for practice and further research.
Educational Studies
DED (EDUC MANAGEMENT)

碩士
樹德科技大學
經營管理研究所
99
The purpose of this study is to investigate the relationships between supervisor’s leadership style and organizational climate, job satisfaction of teacher in elementary school. By integrating and analyzing domestic and international research reports, This study will do researches on leadership with 「consideration」、「initiating structure」,organizational climate with 「supportive behavior」、「directive behavior」、「intimate behavior」、「disengaged behavior」, job satisfaction with 「Supervisor Leadership Ability 」、「Job Itself 」、「Work Environment 」、「Work Achievement 」、「Personal Relationship 」. There are 300teachers in Kaohsiung city sampled to be objects of this quantity research. The researcher obtains materials about supervisor’s leadership, job satisfaction by questionnaires. Questionnaires were analyzed by the method of descriptive and inferential statistics, including one-way ANOVA, Pearson correlation, Scheffe’ ,etc. The major results of the study are as follows.. 1.The supervisor’s leadership style of elementary school supervisors is considered as 「middle-above」level. The organizational climate of elementary school teachers is considered as 「middle- above open」. The job satisfaction of elementary school teachers is considered as 「middle-above」. 2.There are significant differences in elementary school teachers’ acknowledges about supervisor’s leadership style based on position. 3.There are significant differences in elementary school teachers’ acknowledges about organizational climate based on gender, position and school scale. 4.There are significant differences in elementary school teachers’ acknowledges about job satisfaction based on position and marital status. 5.Elementary supervisor’s leadership style and organizational climate of elementary school teachers have significantly correlation. 6.Elementary school teacher’s organizational climate and job satisfaction have significantly correlation. 7.Elementary supervisor’s leadership style and elementary school teacher’s job satisfaction have significantly correlation. According to the results of the research, there are suggestions in school administration, and elementary school teachers. The suggestions for further research are also presented.

Tese de Doutoramento em Educação na especialidade de Liderança Educacional apresentada à Universidade Aberta
Dentro do tema lideranças escolares pretendeu encontrar-se, através da investigação que aqui se apresenta, o perfil e o estilo de líderes intermédios que tiveram a função de avaliar o desempenho dos docentes. Procurou fazer-se uma distinção entre estes dois conceitos (estilo e perfil) uma vez que, neste estudo e de uma forma geral entendido pelos autores e legislação que o consubstanciam, existe essa diferença. Assim, estilo de liderança foi ligado às características do comportamento do líder influenciadas pelos mais diversos fatores onde se incluem os traços de personalidade dos intervenientes, os seus estádios, as suas maturidades, as condições da organização, ou mesmo, imposições feitas pelo líder de topo (ou Lei), ou seja, estilo de liderança foi diretamente ligado à forma como se exerceu o cargo. E perfil de liderança foi relacionado predominantemente com as características profissionais/académicas existentes/exigidas, ou seja, com a definição de um status, ou currículo, para se poder exercer o cargo. Este estudo focalizou-se na legislação mais recente (DR n.º 26/2012) que estabeleceu as novas regras da Avaliação do Desempenho Docente (ADD) tendo sido, inevitavelmente, abordado também com algum ênfase o anterior modelo (DR n.º 2/2010) pois foi a partir daqui que um novo paradigma da ADD se começou a definir em Portugal. Limitou-se a Escolas com diferentes dimensões e características numa zona geográfica a um nível distrital (Leiria - Portugal) e que contivessem simultaneamente o 3º ciclo do ensino básico e ensino secundário. Para dar cumprimento aos objetivos do trabalho fez-se uma triangulação de metodologias qualitativas e quantitativas através de uma análise documental (1ª fase do trabalho), observação participante, inquéritos por entrevista (2ª fase) e inquéritos por questionário (3ª fase) dirigidos aos líderes de topo da unidade Escola, aos seus líderes intermédios que têm a função de avaliar o desempenho docente e dirigidos também aos respetivos avaliados recorrendo a uma amostra da população em estudo. Encontraram-se três perfis de avaliador de desempenho docente distintos: o desejado pelos autores de referência e pelos próprios envolvidos na ADD, o institucional emanado pela legislação e o real que atuou no terreno. Relativamente ao estilo deste líder observou-se que se aproximava predominantemente de um “deixa andar” não intencional onde a predisposição para um estilo colaborativo pareceu ser o mais natural. A falta de informação e de formação por parte do líder de topo, as obrigações legais e a manutenção da camaradagem entre o avaliador e o avaliado condicionaram as suas posturas. Apontam-se ainda várias perspetivas relativamente a todo o processo da ADD.
Within the theme school leaderhips, we intended to find, through the present investigation, the profile and style of intermediate leaders who performed teachers’ evaluation. We tried to distinguish between two concepts (style and profile) since, in this study and generally accepted by authors and supporting legislation, there really is such a difference. Thus, leadership style was linked to the leader’s behavior characteristics affected by several factors as personality traits of all participants, their position on teaching career, their maturities, organization conditions or even impositions by the maximum leader or the law, i.e., leadership style was directly connected to the way it was performed. Leadership profile was mainly connected to existing/required professional/academic characteristics, ie, to the definition of status or mandatory curriculum to receive the assignment. This study focused on the most recent legislation (DR n.º 26/2012) which established new rules for teachers evaluation. The previous model (DR n.º 2/2010) has been inevitably also approached, with some emphasis, as it was at this point that a new model for teachers evaluation began to arise in Portugal. The study was confined to schools with different dimensions and characteristics in one single geographic district region (Leiria – Portugal) which held from the 7th to the 12th grade. To achieve our goals, both qualitative and quantitative methodologies through document analysis were used (phase 1), participating observation, interviews (phase 2) and surveys addressed to top leaders of schools, to intermediate leaders who perform teachers evaluation and to evaluated teachers, using a sample of the study population. Three distinct profiles of teachers evaluators were found: one desired by reference authors and real agents in teachers evaluation, the institutional one defined by legislation directives and the real one who acted on the field. Regarding the style of this leader, we observed that it was borderline to a non-intentional “laissez faire” with what seemed a natural predisposition to a collaborative style. The lack of information and of training of the top leader, the legal obligations and the keeping of cordial relationships between evaluator and evaluated teacher, have compromised their behavior. Several perspectives towards the whole process of teachers evaluation is also pointed out.

This study explores teachers’ experiences with the principals’ instructional leadership styles in primary schools in Gauteng province. A qualitative research design was employed in the study to answer the research question. Data was generated by means of semi structured interviews which involved the three HODs and nine ordinary teachers from the three sampled schools so as to provide a rich description, explanation, experiences, challenges and barriers that instructional leadership brings into the teaching and learning process in their particular schools contexts. The interest in the phenomenon emerged on the perspective of principals’ instructional leadership as often seen as the contributor to the challenges that are experienced by Primary school teachers during the learning process. Principals are viewed as contributing to South Africa’s education crisis and the overall ineffectiveness of the school system resulting in poor academic results. The instructional leaders who are not doing their jobs competently because of their leadership styles and lack of supervision skills, have caused this. This includes proper knowledge of how to run the schools and motivating staff to work, to enhance classroom instruction. Sometimes they do not involve the community and other stakeholders in the decision making process. Teachers who provide moral support and professional growth in the schools are also ignored.
Educational Leadership and Management
M. Ed. (Education Management)